ERIC Number: EJ1456857
Record Type: Journal
Publication Date: 2025
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3108
EISSN: EISSN-1460-7018
The Phoenix Is Rising! How Professional Services Leadership Roles Are Evolving in Academic Units to Shape the Modern University
Perspectives: Policy and Practice in Higher Education, v29 n1 p31-39 2025
This paper provides a small-scale exploration of the evolvement of leadership roles in higher education academic units (AUs), namely Departments, Schools & Faculties. A literature review provides theoretical examples of the evolution of professional services (PS) staff. Changes in PS leadership roles are also explored alongside the emergence of 'Third Space' professionals whereby staff from the perceived 'binary' construct of HE (academics and PS staff) work together on shared initiatives outside formal structures. Semi-structured interviews with PS leaders working in AUs across the sector highlight a number of key themes. Findings suggest that documented tensions between academics and PS staff have lessened with the focus shifting to 'local' vs 'central' challenges. With identity emerging as an important consideration for Higher Education Professionals (HEPs), the paper calls for a sector wide review of structures and resource allocation models, the development of a new HEP apprenticeship scheme and a rebuilding of the PS throughout HE.
Descriptors: Leadership Role, Instructional Leadership, Universities, Higher Education, Departments, College Faculty, Professional Personnel, Conflict, Professional Identity, Resource Allocation, Apprenticeships, Professionalism, Foreign Countries, Interprofessional Relationship
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A